Edu 6303 79 F09 Syllabus 8 21 09 Bell


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Edu 6303 79 F09 Syllabus 8 21 09 Bell

  1. 1. The theme of our conceptual framework is " CRITICAL AND CREATIVE THINKERS: EVOLVING TEACHERS WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE, TECHNOLOGICALLY, DYNAMIC WORLD.” (See Appendix B for Executive summary) EDU 6303-79 Psychology of Teaching and Learning (Distance delivery course) Fall 2009 Credit Hours: 3 Location: Pinebrook Elementary School- Davie County Time: Tuesday 4:30 Instructor: Edwin D. Bell Office: 242C Anderson Center Telephone: 750-2694 Office Hours: M, T, W, R 2:00 -4:00 (Call during these times) e-mail: (e-mail anytime) Homepage: Course Description This distance, blended course, i.e., instruction will be delivered through face-to-face interaction, BlackBoard, and iLinc, examines theories of teaching and learning as they relate to the social, affective, cognitive, and physical development of children. The course includes a review of child development and learning theories, with special consideration of the issues of gender, culture, class, and ethnicity. These factors are analyzed within the psychological, social, and cultural contexts of the family, community, and school. The focus will be on the relationships between the developing child and the contexts in which he/she lives. The course also provides an introduction to the selection, planning, and evaluation of instructional strategies based on an awareness of their developmental and cultural appropriateness. Prerequisite: Admission to the graduate program or permission of the program coordinator. Last Day to Drop Class: October 29, 2009 Disabled Students Information Students with a documented disability must register with the WSSU Disability Services Office within the first five weeks of each semester in order to receive any consideration for accommodations in this course. You may reach the Disability Services Office by emailing EDU 6303- 79; Fall 2009 1
  2. 2. Honor Code: Please apply the code of ethics adopted for teachers by the NC State Board of Education to this course and your program of study in the M. Ed. in Elementary Education Required Resources: Slavin, R.E. (2009). Educational Psychology: Theory and Practice, 9th Ed. Needham Heights, MA: Allyn and Bacon, ISBN 0205592007 American Psychological Association (2009) Publication Manual of the American Psychological Association, 6th Ed. Washington, DC: Author. High speed internet access; Microsoft Office, i.e., Word 97-2003 version or 2007 version, and PowerPoint same; QuickTime player freeware; a Web browser; access to Blackboard; headset with microphone, video camera, and USB jump drive. Table 1. Instructional Objectives by National Standards and Conceptual Framework INTASC NBPTS NCATE NETS/ WSSU NC Products ISTE Conceptual Professiona Framework l Teaching Standards 1. 2,3,10 1, 3, 1,3 4 II Case Study Analyze the interaction among ethnicity, culture, and gender among all the participants in the classroom 2. 4,5,6,7 4 1,3 1,2,3,4,5, II, IV Midterm; Evaluate the 6 Case Study relationship among behavioral, EDU 6303- 79; Fall 2009 2
  3. 3. cognitive, and social learning theories on development ally appropriate instructional strategies for all students. 3. 8,9,10 4, 5 1,3 3 2,3,5,6 II, IV Case Demonstrate Study; an Area of understandin Focus g of the roles Statement and strategies of an effective teacher with a diverse population of students given the INTASC Principles and NBPTS standards Resources: Best Evidence Encyclopedia (BEE), Center for Data-Driven Reform in Education, John Hopkins University Center for Research on Education, Diversity & Excellence University of California, Santa Cruz Center for Research on the Education of Students Placed at Risk - Developmental Assets General Systems Theory EDU 6303- 79; Fall 2009 3
  4. 4. Gender Bias – D. Pratt on YouTube National Board for Professional Teaching Standards O’Kelly Library Resources/C.G.+OKelly+Library/ Peer – Assisted Learning Strategies Resources in Teaching Multiple Intelligence Southern Poverty Law Center’s Teaching Tolerance Project Stress and the inverted U-curve mance.htm TPAI – Revised Matrix with INTASC and NBPTS ndmtrx.pdf What Works Clearing House; Institute of Educational Sciences, U.S. Department of Education - Instructional Strategies: Case study analysis; class discussion; and reflective writing. You will be involved in face-to-face instruction, iLinc, and Blackboard for each of these strategies You will work collaboratively within your cohort and across your cohort groups. Assessment: Examination (25%), case study (25%), area of focus essay (10%) homework (40%). You will take your examinations in BlackBoard. You will submit your homework, case study, and literature review to the assignment portal in Blackboard. EDU 6303- 79; Fall 2009 4
  5. 5. Rubrics Homework Target Acceptable Unacceptable Score Accurate and on Accurate and not Inaccurate and not time – 5 pts on time –3 pts on time 0 pts Examination Target Acceptable Unacceptable Score 23 points or higher 20-22 points less than 20 points Case Study Target Acceptable Unacceptable < 23 points or higher less than 20 points 20- 22 points Content Integrates all of Integrates two Integrates one the elements of theories of theory of human, cognitive, development into development into moral and social the analysis of the the learning development into learning environment of an the analysis of the environment of an individual child learning individual child environment of an individual child Integrates Integrates Design for the behavioral and behavioral or learning cognitive learning cognitive learning environment does theories with theories with the not have a constructivists constructivists coherent theory approach to approach to base instruction in the instruction in the design of an design of an effective learning effective learning environment environment Assessment Plan Assessment plan Assessment plan Assessment plan addresses two Addresses one does not have a types of type of intelligence well established intelligence with a with a well rubric well established established rubric rubric Organization Well organized Well organized Does not have a introduction, body, introduction, body, clear organization summary, and and summary analysis with clear transitions among EDU 6303- 79; Fall 2009 5
  6. 6. the sections Presentation Submitted as Submitted as Not submitted as Microsoft Word file Microsoft Word file an electronic to BlackBoard’s to BlackBoard’s document or assignment area assignment area major composition with no grammar with minor problems or spelling errors grammar or spelling errors Area of Focus Statement Criteria Target Acceptable Unacceptable 9 points or more 8 points < 8 points Writing Meets 90% or more Meets 80% or more Meets less than 80% of the guidelines in of the guidelines in or more of the the EDU 6303 the EDU 6303 guidelines in the writing checklist writing checklist EDU 6303 writing (see Appendix A) (see Appendix A) checklist (see Appendix A) Content Addresses a Addresses a Does not use potential area of potential area of research and your focus for action focus for action own observation to research; The essay research; The essay explain why the states how your states how your potential area of review of the review of the focus is important in research literature research literature your classroom. (references four (references two articles) and your articles) and your own observation own observation indicate that this indicate that this area of focus is area of focus is important to student important to student learning in your learning in your classroom classroom Format Uses APA format Makes minor errors Does not use APA correctly in APA format format correctly EDU 6303- 79; Fall 2009 6
  7. 7. Schedule: 8/25 Review on-line syllabus for EDU 6303 79;; Review Blackboard structure Educational Psychology; Good Teaching; Multiple Intelligences (Contains first assignment: 5 points; MBTI Basics Introductions – have a digital picture taken; upload it in discussion board, give your name, school system, and grade level, what you think is important for your colleagues to know about you (this is your second assignment: 5 points, due on 9/01) Take Multiple Intelligences inventory – and Take the Myers-Briggs on-line inventory (this is your third assignment: 5 points, due on 9/01,upload your Multiple Intelligence and Myers-Briggs profiles in Blackboard’s discussion board; explain how these profiles impact your teaching and learning. Review stress and performance at ; what is the potential impact on you and your effectiveness? 9/01 What is action research? Open Systems Perspective in Action Research; What Helps Students Learn? Review introductions in Blackboard, create workgroups, discuss possible action research topic in workgroups 9/08 Download and review the five core propositions of NBPTS; the early childhood generalist standards, by_cert?ID=17&x=23&y=9 ; or the middle childhood generalist standards, Given your review of the core propositions and your relevant generalist standards – please write an analysis in which you identify your strengths and areas where you believe you need improvement, submit this analysis as your assignment- 5 points Assignment Due 9/15: Chapters 1& 2 in Slavin; Discuss self-assessments for Chapters 1 & 2 EDU 6303- 79; Fall 2009 7
  8. 8. 9/15 Presentation on APA and Library Resources. (Ms. Miller) Theories of Development- Piaget and Vygotsky; Erickson’s Social Development (Upload your responses to the review and synthesis slide in a Word file to assignments (5 points) by 9/22; Piaget & Kohlberg’s Theories of Moral Development . Assignment due on 9/22 Chapters 4 & 5 in Slavin, discuss self –assessments for Chapters 4 & 5, and upload action research area of focus to assignments section by 9/29 (5 points). Discuss issues and concerns from the Blog 9/22 Review and discuss rubrics for the case study and the area of focus assignments, identify action research topic, discuss midterm, and review how to electronically provide feedback on a Word file. Behavioral Theories and Direct Instruction: group discussion on how behavioral theories of learning could be used to improve teaching and learning. Gender bias (see . 9/29 Midterm Examination, Chs 1, 2, 4, 5 in Blackboard 10/06 Cognitive theories of learning; discuss how you will constructivist approaches, cognitive learning theories and direct instruction could improve the teaching and learning in your school; Write an essay in Microsoft Word that you describes how you will use constructivist approaches and cognitive learning theories that you are not currently using to improve the effectiveness of instruction in your classroom (5 points ) Assignment Due 10/20 Chapters 6, 7, 8, & 9, discuss self-assessments for Chapters 6-9. 10/13 Fall Break 10/20 Present and discuss the working outlines of your case studies. – submit your working outline of your case study (follow the template in Appendix C) – 5 points Assignment Due 10/27 ; Chapters 10, 11 & 13, discuss self- assessments for Chapters 10, 11, & 13; 10/27 Discuss classroom management, student motivation and character development. First draft of case study is due to work team critique drafts against the rubric in the work groups within cohorts. EDU 6303- 79; Fall 2009 8
  9. 9. 11/03 See Character Education Resources; See Developmental Assets – Search Institute ; see Fighting Risky Behavior. discussion of case study; clarify concerns 11/10 Final draft of case study is due in Assignment area of Blackboard, Discuss issues and concerns from the Blog. 11/17 Discuss outlines/drafts of area of focus essay in Blackboard 11/24 Discuss the intuitive , analytical, and empirical rationale for your area of focus in your small groups. 12/01 First draft of area of focus essay is due, discuss and critique essay against rubric in small groups. 12/08 Final draft of area of focus essay due in assignment area of Blackboard– EDU 6303- 79; Fall 2009 9
  10. 10. Appendix A Writing Guidelines & Assessment Checklist Strategies to Improve Writing I. Write from an outline II. Put aside the first draft, reread it after a short delay III. Ask someone else to critique it for you Writing Style I. Orderly presentation of ideas Thought units – whether a single word, a sentence or paragraph, or a longer sequence – must be orderly. So that readers understand what you are presenting, you must aim for continuity in words, concepts, and thematic development from the opening statement to the conclusion. (American Psychological Association, 1994, p. 24) II. Smoothness of Expression Avoid ambiguity, avoid the unexpected, avoid the use of the passive voice, and avoid shifting the topic, tense, or person (APA, 1994). III. Economy of Expression “Say only what needs to be said…. Weed out overly detailed descriptions … Shot words and short sentences are easier to comprehend than long ones.” (APA, 1994, pp. 26-27) IV. Precision and Clarity Make certain that every word means exactly what you intend, avoid colloquial expressions, and make sure the referent for each pronoun that you use is obvious (APA, 1994). Grammar I. Verbs “Verbs are vigorous, direct communicators. Use the active rather than the passive voice, and select tense and mood carefully EDU 6303- 79; Fall 2009 10
  11. 11. Poor: The survey was conducted in a controlled setting. Better: We conducted the survey in a controlled setting.” (APA, 2001, p. 42). II. Agreement of Subject and Verb “A verb must agree in number (i.e., singular or plural) with its subject regardless of intervening phrases that begin with such words as together with, including, plus, as well as.”(APA, 2001, p. 44) Note: the plural form of some nouns of foreign origin end in a and require the use of the plural form of the verb. Incorrect The data in the study indicate … Correct The data in the study indicates … III. Relative Pronouns and subordinate conjunctions Relative pronouns (who, whom, that, which) and the subordinate conjunctions (e.g., since, while, although) introduce an element that is subordinate to the main clause of the sentence and reflect the relationship of the subordinate element to the main clause. Therefore, select these pronouns and conjunctions with care; interchanging them may reduce the precision of your meaning (APA, 2001, pp. 54-55) IV. Parallel Construction “To enhance the reader’s understanding, present parallel ideas in parallel or coordinate form. Make certain that all elements of the parallelism are present before and after the coordinating conjunction (i.e., and, but, or, nor)” (APA 2001, p. 57). Back to paper rubric EDU 6303- 79; Fall 2009 11
  12. 12. References American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. American Psychological Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author EDU 6303- 79; Fall 2009 12
  13. 13. Appendix B WINSTON-SALEM STATE UNIVERSITY SCHOOL OF EDUCATION Shared Vision: CRITICAL AND CREATIVE THINKERS: EVOLVING TEACHERS WHO FACILITATE LEARNING FOR ALL STUDENTS IN A DIVERSE, TECHNOLOGICALLY, DYNAMIC WORLD Conceptual Framework Executive Summary As candidates evolve into teachers who facilitate learning for all students, they must be 1. Knowledgeable • understand theories associated with child development and the environments best suited for learning • understand the content that is taught and the appropriate selection of content according to the child’s abilities, cognitive growth, and environmental relevance • understand the importance of total student development so as to attend to academic, psychological and social needs of children • understand the relationship between theory and practice 2. Effective in Instructional Practices and Assessments • demonstrate appropriate use of instructional strategies • demonstrate skills in establishing a class environment for maximum learning • use data to assess student needs, outcomes and areas for improvement • use teaching methods to address the learning process of children and adolescents with various needs 3. Responsible and Reflective • use self-evaluation to improve teaching and learning • observe the daily class activities to help assess student engagement • be receptive to internal and external evaluations that will lead to the improvement of teaching skills • demonstrate willingness to seek assistance and professional growth 4. (Committed to) Diversity EDU 6303- 79; Fall 2009 13
  14. 14. • provide multiple instructional methods and assessments to help students develop understanding and proficiency of content • demonstrate and value the uniqueness of all children • establish a class environment that honors and values the perspectives of family, culture and religious differences • support fair and equitable policies and justice for all children 5. (Proficient in )Technology Integration • demonstrate the appropriate use of technology integration in teaching and learning • uses technology to facilitate data collection and analysis to improve student progress 6. Collaborative • engage with families, colleagues and others to develop opportunities that support student learning and achievement • actively seek the counsel of appropriate personnel for effective student growth • demonstrate effective communication and decision making skills Winston-Salem State University’s candidates are knowledgeable, effective practitioners skilled in the use of best instructional and assessment strategies, responsible and reflective, committed to diversity, fluent in the use of technology and collaborative for the purpose of impacting student learning and achievement. Additionally, they are confident, poised, critical and creative thinkers who are committed to their own continuous professional growth. It is these characteristics that support the evolution from candidates to teachers who facilitate learning for all children. Back EDU 6303- 79; Fall 2009 14
  15. 15. Appendix C Case Study I. Instructional Context a.Cognitive Development – Ch 2 in Slavin (2009) i. Piaget ii. Vygotsky b.Moral Development – Ch. 2 c. Social Development – Ch. 2 d.Analysis of the learning environment – Ch 11 e.Learning styles of the student – Ch. 4 II. Lesson Plan (External Links) a.NCSCOS – objectives b.Instructional strategy a.Behaviorism Ch. 5 b.Constructivism – (information processing) Chs. 6 & 8 c. Effective learning environment – Ch. 11 d.Motivation strategies – Ch. 10 III. Assessment a. Learning styles (two) – Ch. 4, Ch. 13 b.Rubrics – Ch. 13 EDU 6303- 79; Fall 2009 15